Neurodevelopmental disorder

• Intellectual Developmental Disorder


  • Includes both intellectual and adaptive functioning deficits in conceptual, social, and practical domains
  • Difficulties with day-to-day activities to an extent that reflects both severity of their cognitive deficits and the type and amount of assistance their receive
  • Difficulties in conceptual, social, and judgement
• Causes of Intellectual Developmental Disorder

  • Deprivation
  • Abuse
  • Neglect
  • Exposure to disease or drugs during pre-natal
  • Difficulties during labor and delivery
  • Infections
  • Head injury
• Intellectual Developmental Disorder


  • Generally nonprogressive, there are period of worsening, then stabilization, and in others progressive of intellectual function in varying degrees
  • Lifelong
• Global Developmental Delay


  For children under 5 years old when they fail to meet expected developmental milestone in several areas of functioning
• Language Disorder


  • Difficulties in acquisition and use of language modalities due to DEFICITS in comprehension and production
  • Reduced vocab, limited sentence structure, impairments in discourse
• Regional, social, or cultural/ethnic variations must be considered when an individual is being assessed for Language Disorder
• Declines in critical social communication behavior during the first two years of life are evident in most children with ASD, thus, it must be not confused with Language Disorder
• Speech Sound Disorder


  • Difficulty in speech sound production
  • Children's progression in mastering speech sound production should result in most intelligible speech by 3 years old
  • Continuous use of immature phonological simplification processes when the child has already passed the age wherein most of them can now produce words clearly
• When Language Disorder is present, Speech Sound Disorder has poorer prognosis
• Selective mutism may develop in Speech Sound Disorder
• Childhood-Onset Fluency Disorder (stuttering)

  • Disturbances in normal fluency and time patterning of speech that are inappropriate for the individual's age and language skills
  • Can be insidious or more sudden
• Social (Pragmatic) Communication Disorder

  • Difficulties in the social use of verbal and nonverbal communication
  • Deficits in using communication for social purposes in a manner that is appropriate for the social context
  • Difficulties in following the rules of conversating and do not understand metaphors, etc.
• Current symptoms or developmental history fails to reveal evidence that could meet the restrictive/repetitive patterns of behavior, interests, or activities of Autism Spectrum Disorder
• Autism Spectrum Disorder


  • Deficient Communication
  • Restrictive/Repetitive Actions/Behaviors
  • Impaired Social Interaction
  • Evident in early childhood
  • Failure to develop age-appropriate social relationships, social reciprocity, nonverbal comms, and initiating and maintaining social relationships
  • Inability to engage in joint attention
  • Maintenance of sameness
• The developmental course and absence of restrictive, repetitive behaviors and unusual interests in ADHD

  Help in differentiating ASD and ADHD
• A concurrent diagnosis of ADHD should be considered when attentional difficulties or hyperactivity exceeds that typically seen in individuals of comparable mental age
• ADHD is one of the most common comorbidities in ASD
• A diagnosis of ASD in individual with Intellectual Developmental Disorder is appropriate when social communication and interaction are significantly impaired relative to the developmental level of the individual's nonverbal skills
• Intellectual Developmental Disorder is the appropriate diagnosis when there is no apparent discrepancy between the level of social communicative skills and other intellectual skills
• The diagnosis of ASD supersedes that of social communication disorder whenever the criteria for ASD are met, and care should be taken to enquire carefully regarding past or current restricted/repetitive behavior
• Rett Disorder


  • Genetic condition that affects mostly females and is characterized by hand wringing and poor coordination
  • Clear genetic component
  • Evidence of brain damage combined with psychosocial influences
• Attention-Deficit/Hyperactivity Disorder


  • Pattern of inattention and/or hyperactivity-impulsivity that interferes functioning for at least 6 months
  • Dislikes organization, focused work
  • Often losses things, forgets daily activities, and easily distracted
  • Fidgets a lot, stands up when seating is expected, always "on the go"
  • Present in two or more settings
  • Difficulty sustaining their attention on task or activity
  • In pre-school, main manifestation is hyperactivity
• Fidgetiness and restlessness in ADHD are typically generalized and not characterized by repetitive stereotypic movements
• A diagnosis of ADHD in Intellectual Developmental Disorder requires that inattention or hyperactivity be excessive for mental age
• Specific Learning Disorder


  • Difficulties learning and using academic skills for at least 6 months, despite interventions
  • Academic skills are substantially and quantifiably below those expected for the individual's chronological age, IQ, and education
• Developmental Coordination Disorder


  • Acquisition and execution of coordinated motor skills are below expected given the chronological age
  • Clumsiness, slowness, and inaccuracy of performance of motor skills
• Stereotypic Movement Disorder


  • Repetitive, seemingly driven, and apparently purposeless motor behavior
  • May result in self-injury
• Tic Disorders


  • Tourette's: both motor and one or more vocal tics for more than 1 year
  • Persistent: single or multiple motor or vocal tics, but NOT BOTH for more than 1 year
  • Provisional: single or multiple more and/or vocal tics for less than 1 year since the first onset
• Motor Stereotypies are defined as involuntary rhythmic, repetitive, predictable movements that appear purposeful but serve no obvious adaptive function; often self-soothing or pleasurable and stop with distraction